Focus - guideposts for the quest I'm on (specifying)
Links - connections to help me proceed (strategizing)
Input - implementing the information I find (sorting, sifting, storing)
Payoff - putting it all together for a profitable solution (solving, showing, sharing)
IT! - Have I demonstrated Intelligent Thinking throughout the process?
Further research articles that this site suggested FLIP IT! An Information Skills Strategy for Student Researchers by Alice Yucht (1997). Worthington, OH: Linworth McCarthy, C.A. (2003). FLIP IT! An information literacy framework that really works for all ages. School Library Media Activities Monthly, 19(7), 22-23, 30.
Ungar, Barbara. "Revising Research." School Library Monthly 26.8 (2010): 40-42. Academic Search Complete. Web. 10 Oct. 2012.
-7 steps are the same at all four levels. The four levels are:
I. Basic Group: students gather information and experience in the process of the seven steps of research as the teacher guides the group. This gives them more confidence.
II. Basic Independent: Students independently research an individual topic within a broader unit of study and construct their own learning by applying intro skills.
III. Proficient Group: a transition between Basic and Proficient with sources less directed by the teacher.
IV. Proficient Independent: Students build on research skills from Basic incorporating: pre-search of literature to build prior knowledge, the use of a primary source, development of a thesis statement, more emphasis on higher level thinking skills, and a greater focus on topic development.
-The 7 steps are:
1. Topic: Discuss the essential questions and big ideas of the curricular unit. (Relate the topic to standards.) This is the step where kids can create a KWL!
2. Goal Setting: Formulate questions about the topic. Discuss possible and/or required resources. Determine due dates. Define requirements of the assignment and the expected outcome.
3. Research: Use a variety of resources. Take notefacts— info in the student’s own words. Record an accurate citation for each source used.
4. Organizing: Review notefacts, determine major categories, color-code notefacts by category, and create bib.
5. Goal Evaluation: Review goal questions to decide if more info is needed. Evaluate if there's extra info. Decide if more research is needed to meet original goals.
6. Product: Choose an appropriate method of displaying acquired knowledge about the research topic.
7. Presentation: Develop an appropriate way to share your information with a target audience (Nottage and Morse 2005).
-Develops critical thinking by asking students to answer the questions they've prepared to complete the goal.
-Provides for differentiated instruction by being flexible at each level per student
-provides structure, but is open-ended
-students put notes in their own words
Big 6
http://virtualinquiry.com/inquiry/big6.htm 6 step skills approach designed by Eisenbery and Berkowitz. It has been around for about 20 years. It seems like a very linear approach.
Additional resources: Eisenberg, Michael B. & Berkowitz, Robert E. (1990). Information Problem-solving: The Big Six Skills Approach to Library and Information Skills Instruction. Norwood, NJ: Ablex.
Eisenberg, Michael B. & Berkowitz, Robert E. (1999). Teaching Information & Technology Skills: The Big6 in Elementary Schools. Worthington, OH: Linworth.
INQUIRY "Inquiry-based Learning: Explanation." THIRTEEN - New York Public Media. Web. 7 Oct. 2012. <http://www.thirteen.org/edonline/concept2class/inquiry/index.html>.
- "A complex process is involved when individuals attempt to convert information and data into useful knowledge. Useful application of inquiry learning involves several factors: a context for questions, a framework for questions, a focus for questions, and different levels of questions. Well-designed inquiry learning produces knowledge formation that can be widely applied." - "No one can ever learn everything, but everyone can better develop their skills and nurture the inquiring attitudes necessary to continue the generation and examination of knowledge throughout their lives." - "Just as students should not be focused only on content as the ultimate outcome of learning, neither should they be asking questions and searching for answers about minutiae." -"It stresses skill development and nurtures the development of good habits of mind." - Four types of questions - inference, interpretation, transfer, and questions about hypotheses
- "Students who actively make observations, collect, analyze, and synthesize information, and draw conclusions are developing useful problem-solving skills. These skills can be applied to future "need to know" situations that students will encounter both at school and at work." -
Stripling, Barbara. "Inquiry: Inquiring Minds Want To Know." School Library Media Activities Monthly 25.1 (2008): 50-52. Academic Search Complete. Web. 1 Oct. 2012.
- results of inquiry aren't just simple answers
- the goal is not the accumulation of info; it's the exploration of significant questions and deep learning
- extension of learning through experience
- emphasis on teaching how to learn rather than what
- Steps: - Tap into background knowledge - Generate questions - Develop a plan for investigation - Select resources - Organize info - Create demo of learning and share - Reflect on process and generate new questions
- students may change direction, ask new questions, challenge inconsistencies, seek new perspectives, and fill gaps
- The process is much the same in all content areas. Math - problem-solving and reasoning, Science - question, hypothesize, History - focuses on people and interactions in the world, LA - based on interpretation of evidence that weighs social context, determines point of view, author's purpose.
(Stripling 51 & 52)
- Even if weak questions are generated, students can ask new questions or change direction during the process. (Stripling 51)
- Questions that are connected to their lives and prior knowledge are the most authentic, intriguing, and motivating.
(Stripling 52)
Ogle, Donna. "Creating Contexts for Inquiry: From KWL To PRC2." Knowledge Quest 38.1 (2009): 56-61. Academic Search Complete. Web. 1 Oct. 2012.
- KWL chart is the perfect way to generate student based questions. The I-Chart is also a good model.
- Teachers can help guide students to questions and then they'll start to generate even more questions (60).
- PRC2 - Partner Reading and Content, Too is a way to train students to engage in discussions. Modeling and prompts are ways to ensure student involvement and success. This fosters better question development (61).
- Teaching students to think, ask questions, seek multiple sources, and contribute is important (61).
FLIP IT
http://virtualinquiry.com/inquiry/models.htm
- This site calls this model a "information search and use model"
Further research articles that this site suggested
FLIP IT! An Information Skills Strategy for Student Researchers by Alice Yucht (1997). Worthington, OH: Linworth
McCarthy, C.A. (2003). FLIP IT! An information literacy framework that really works for all ages. School Library Media Activities Monthly, 19(7), 22-23, 30.
FLIP IT handouts can be found here
Savvy 7
http://www.lmcsource.com/pages/savvy7.html
http://www.lmcsource.com/pages/reviews.html
- developed by Nancy Miller and Connie Champlin
What is the Question?
What Resources Should I Use?
How Do I Find the Information?
How Do I Gather the Information?
Which Information Do I Use?
How Do I Share What I Learned?
How Do I Evaluate My Work?
IIM - Independent Investigation Methodhttp://www.iimresearch.com/
Continuum of skills and process also seems to be very linear.
There are 7 steps:
Specific info about the steps here is very informative:
http://www.iimresearch.com/iim/demo.php
Ungar, Barbara. "Revising Research." School Library Monthly 26.8 (2010): 40-42. Academic Search Complete. Web. 10 Oct. 2012.
-7 steps are the same at all four levels. The four levels are:
I. Basic Group: students gather information and experience in the process of the seven steps of research as the teacher guides the group. This gives them more confidence.
II. Basic Independent: Students independently research an individual topic within a broader unit of study and construct their own learning by applying intro skills.
III. Proficient Group: a transition between Basic and Proficient with sources less directed by the teacher.
IV. Proficient Independent: Students build on research skills from Basic incorporating: pre-search of literature to build prior knowledge, the use of a primary source, development of a thesis statement, more emphasis on higher level thinking skills, and a greater focus on topic development.
-The 7 steps are:
1. Topic: Discuss the essential questions and big ideas of the curricular unit. (Relate the topic to standards.) This is the step where kids can create a KWL!
2. Goal Setting: Formulate questions about the topic. Discuss possible and/or required resources. Determine due dates. Define requirements of the assignment and the expected outcome.
3. Research: Use a variety of resources. Take notefacts— info in the student’s own words. Record an accurate citation for each source used.
4. Organizing: Review notefacts, determine major categories, color-code notefacts by category, and create bib.
5. Goal Evaluation: Review goal questions to decide if more info is needed. Evaluate if there's extra info. Decide if more research is needed to meet original goals.
6. Product: Choose an appropriate method of displaying acquired knowledge about the research topic.
7. Presentation: Develop an appropriate way to share your information with a target audience (Nottage and Morse 2005).
-Develops critical thinking by asking students to answer the questions they've prepared to complete the goal.
-Provides for differentiated instruction by being flexible at each level per student
-provides structure, but is open-ended
-students put notes in their own words
Big 6
http://virtualinquiry.com/inquiry/big6.htm6 step skills approach designed by Eisenbery and Berkowitz. It has been around for about 20 years. It seems like a very linear approach.
http://www.janetsinfo.com/big6info.htm
Specific correlation info about AASL Standards and ISTE NETS can be found at this site.
http://big6.com/
There are a variety of free resources located on the site at
http://big6.com/pages/free-stuff.php
Additional resources:
Eisenberg, Michael B. & Berkowitz, Robert E. (1990). Information Problem-solving: The Big Six Skills Approach to Library and Information Skills Instruction. Norwood, NJ: Ablex.
Eisenberg, Michael B. & Berkowitz, Robert E. (1999). Teaching Information & Technology Skills: The Big6 in Elementary Schools. Worthington, OH: Linworth.
INQUIRY
"Inquiry-based Learning: Explanation." THIRTEEN - New York Public Media. Web. 7 Oct. 2012. <http://www.thirteen.org/edonline/concept2class/inquiry/index.html>.
- "A complex process is involved when individuals attempt to convert information and data into useful knowledge. Useful application of inquiry learning involves several factors: a context for questions, a framework for questions, a focus for questions, and different levels of questions. Well-designed inquiry learning produces knowledge formation that can be widely applied."
- "No one can ever learn everything, but everyone can better develop their skills and nurture the inquiring attitudes necessary to continue the generation and examination of knowledge throughout their lives."
- "Just as students should not be focused only on content as the ultimate outcome of learning, neither should they be asking questions and searching for answers about minutiae."
-"It stresses skill development and nurtures the development of good habits of mind."
- Four types of questions - inference, interpretation, transfer, and questions about hypotheses
- "Students who actively make observations, collect, analyze, and synthesize information, and draw conclusions are developing useful problem-solving skills. These skills can be applied to future "need to know" situations that students will encounter both at school and at work."
-
Stripling, Barbara. "Inquiry: Inquiring Minds Want To Know." School Library Media Activities Monthly 25.1 (2008): 50-52. Academic Search Complete. Web. 1 Oct. 2012.
- results of inquiry aren't just simple answers
- the goal is not the accumulation of info; it's the exploration of significant questions and deep learning
- extension of learning through experience
- emphasis on teaching how to learn rather than what
- Steps: - Tap into background knowledge - Generate questions - Develop a plan for investigation - Select resources - Organize info - Create demo of learning and share - Reflect on process and generate new questions
- students may change direction, ask new questions, challenge inconsistencies, seek new perspectives, and fill gaps
- The process is much the same in all content areas. Math - problem-solving and reasoning, Science - question, hypothesize, History - focuses on people and interactions in the world, LA - based on interpretation of evidence that weighs social context, determines point of view, author's purpose.
(Stripling 51 & 52)
- Even if weak questions are generated, students can ask new questions or change direction during the process.
(Stripling 51)
- Questions that are connected to their lives and prior knowledge are the most authentic, intriguing, and motivating.
(Stripling 52)
Ogle, Donna. "Creating Contexts for Inquiry: From KWL To PRC2." Knowledge Quest 38.1 (2009): 56-61. Academic Search Complete. Web. 1 Oct. 2012.
- KWL chart is the perfect way to generate student based questions. The I-Chart is also a good model.
- Teachers can help guide students to questions and then they'll start to generate even more questions (60).
- PRC2 - Partner Reading and Content, Too is a way to train students to engage in discussions. Modeling and prompts are ways to ensure student involvement and success. This fosters better question development (61).
- Teaching students to think, ask questions, seek multiple sources, and contribute is important (61).